The Seven Principles of Good Practice in Undergraduate Education

The Seven Principles

By: Dawn M. Ford

It was in 1987 when Chickering and Gamson wrote about the seven principles for good practice in undergraduate education.  Years later, those principles still hold up, so it’s good to review them every now and again to keep us fresh.

seven principles

Principle one is that contact between students and faculty should be encouraged.  It’s important that students know that faculty care about them.  How can that be encouraged?  We can provide multiple ways in which students can reach us – email, phone, office hours – and of course, we should be responsive.  We can arrive to class early and stay late to encourage interaction with our students.  Principle two is that reciprocity and cooperation among students should be cultivated.  Deep and meaningful learning happens when students work as teams.  Otherwise, what’s the point of all of them being in the same room at the same time?  See my blog about team-based learning to learn more about using the team approach for student learning.  Principle three – encourage active learning.  I always remember the saying that learning is not a spectator sport.  From day one, engage students in course content through writing, discussion, application, etc.  They learn more by doing.  Principle four is to give prompt feedback.  I’m reminded of faculty who talk about students who do poorly on an end-of-semester research paper.  When I ask them what writing assignments came before the research paper, usually there were none.  We need to give students the opportunity to practice skills that we want them to develop and give them prompt feedback so they can improve over the course the semester.  Okay, principle five is time on task, which is related to principle four.  Time management for students can be challenging, and we can help them by giving and adhering to deadlines and modeling good time management skills ourselves.  Principle six is to communicate high expectations.   Expect more, and we will get it, expect less, and we will get that too!  Set expectations on the first day of class, it’s a good way to create a community of learning.  Principle seven…respect diverse talents and ways of learning.  I think we realize that students are different.  We can teach two sections of the same course back-to-back and the class sessions will go completely different.  We need to be flexible and adjust our teaching to accommodate students so that we accomplish what we set out to do.

Additional Resources

UF Center for Instructional Technology and Training.  (2012).  Chickering and Gamson 4 rules for undergraduate education.  Retrieved from http://citt.ufl.edu/tools/chickering-and-gamson-7-rules-for-undergraduate-education/.

UNC Charlotte Center for Teaching and Learning.  (2013).  Seven principles for good practice in undergraduate education.  Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/7-principles.

 

 


Create a Community of Learning on the First Day of Class

It’s almost that time again – the first day of class.   I have sometimes struggled with what to do the first day; do I dive right in or just cover the syllabus and let the students go?  The literature tells us that the first day of class is important, if not critical, to the success of a course and the students.  The first day sets the tone because students form their opinion about the instructor and the course in the first few minutes. So what are the best practices for the first day?

first day of class

To create a community of learning from the start, make the students feel welcome, set clear expectations for the students, discuss the goals and student learning outcomes of the course, and engage the students in content.  Okay, let’s talk about tips for each of these.  To welcome students, get to the classroom early and greet students as they arrive. Start class on time (this conveys that punctuality and class time are important) and introduce yourself.  Next, talk to the students about your expectations and details about the course.  Students need to understand the goals of the course, what they will learn,  how they will learn it, and how they will be assessed. They also need to know about your attendance policy, late work policy, and behavior expectations (cell phones off?).  Sometime during that first class meeting, engage the students in an activity or two. Engaging students right away delivers the message that they will be involved in the course, not just spectators.

What are your first day of class best practices?  Feel free to share them!

 

Additional Resources

University of Nebraska-Lincoln.  (2013).  The first day of class.  Retrieved from http://www.unl.edu/gtahandbook/first-day-class.

Weimer, M.  (2013).  First day of class activities that create a climate for learning.  Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activities-that-create-a-climate-for-learning/.